ABSTRACT This systematic review integrates the existing literature regarding relationships that students with attention-deficit/hyperactivity disorder (ADHD) have with their teachers, in mainstream inclusive primary, secondary and high school settings. Theoretical approaches and methodical choices were considered in understanding the literature and considering possible research areas. The methods used in the reviewed literature show that investigations in this research field have predominantly used quantitative surveys. Several theoretical approaches have been used, with attachment theory the most-prominent. The findings indicate students with ADHD generally feel less close to their teacher than do their non-ADHD peers, which agrees with the teachers’ perceptions. Thus, teachers experience less emotional closeness, less co-operation and more conflicts in their relations with their students with ADHD than with other students. Teachers’ rejection of ADHD students poses a risk factor for not only school failure, but also peer exclusion and rejection, leading to low self-esteem and loneliness.

中文翻译：

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ADHD症状与师生关系：系统文献综述

摘要 本系统评价整合了现有的文献，这些文献涉及在主流包容性小学、中学和高中环境中，注意力缺陷/多动障碍 (ADHD) 学生与其老师之间的关系。在理解文献和考虑可能的研究领域时考虑了理论方法和方法选择。回顾文献中使用的方法表明，该研究领域的调查主要使用定量调查。已经使用了几种理论方法，其中依恋理论最为突出。研究结果表明，与非 ADHD 的同龄人相比，患有 ADHD 的学生与老师的亲近感通常较低，这与教师的看法一致。因此，教师的情感亲密度减少，与其他学生相比，他们与患有多动症的学生之间的合作更少，冲突更多。教师拒绝多动症学生不仅是学校失败的危险因素，也是同伴排斥和拒绝的危险因素，导致自尊心低下和孤独。